Trabalho com meninas na socioeducação: repercussões do conservadorismo moral e seus rebatimentos para o Serviço Social

Abstract

The present dissertation discusses the repercussions of moral conservatism in the work with girls in socioeducation and its implications for the Social Work. It is understood that the socioeducational policy is established as a conflicting area between institutional and societal projects combining the progressive and the conservative, the traditionalist law and reactionary moral, the oficial and the informal, expressing forms of dominance and control whilst displaying means of resistance. Under current circumstances, the SINASE is assumed to be led by the liberal conservative project innate to the brazilian society and its social policies which are influenced by all sorts of innequalities and discriminations, notably of class, gender and race/ethnicity. That said, because it is a research aimed at approaching adolescents of the female gender/sex, it is implicit that among its actions packed with conservative views are also conceptions based on gender norms that determine the reproduction of sexist social relationships and roles atributted to women in capitalism. The research encompasses a bibliographical review of the history of public policies for children and adolescents in Brazil also highlighting the relationship between the government and the social policies contained in the legal and socioinstitutional structure of the socioeducational approach policy considering the implications of class, gender and race within the SINASE. Subsequently, contains an analysis of the empirical evidence gather by the author during her work as a social worker in a female youth detention center for approximately six years, between 2013 and 2018. It is noted that the legal and judicial aspects of this policy have a tendency to blame the adolescents under a separate and liberal perspective even though it is applied in an inadequate manner, insufficient in material and human resources. Therefore, the work in socioeducation is incomplete in view of the traditional morality overlapping the norms and regulations that should guide the decisions, guidelines and the work within this institutions.